Culturally Relevant Classroom Management Strategies for American Indian Students

Abstract

This study contrasted the perspectives of families of American Indian students on discipline issues to the typical classroom management practices of K-12 schools on two rural reservations. In general, school strategies used for behavior improvement focus on individual students and are micro-managed by teachers. Families were concerned that these practices may elicit resistance in children who were raised to evaluate their conduct and self-impose behaviors that meet the standards of the group. Results suggest that American Indian students respond to modeling in a context that supports independence and the practice of humility to facilitate group process.

Working With American Indian Students and Families

“…Educators' perceptions may contribute to the overrepresentation of American Indian students in special education programs because many educators view American Indian students as problem students (Pewewardy, 2004), which often leads to premature referrals, evaluations, and placement in special education programs (Hammond, Dupoux, & Ingalls, 2004;Johnson & Tomren, 1999). Unfortunately, these educational and mental health factors are directly linked to occupational, economic, and social disadvantages (Beaulieu, 2000;Buly & Ohana, 2004;Machamer & Gruber, 1998).…”

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“…There are commonalities and differences among communities and students, and teachers must take the time to know each student and each community. For example, American Indian students in one community preferred to hear a story to the end before stopping to discuss it (Hammond, Dupoux & Ingalls, 2004). Inuit and American Indian students were comforted by touch under very different cultural expectations than urban mainstream students (Kleinfeld, 1975).…”

Support Culturally Responsive Teaching!

“…Gay (2000) defined culturally responsive teaching as understanding students' prior experiences and learning styles, as well as using cultural knowledge to ensure that learning is appropriate to culturally diverse learners. It is vital for teachers to consider cultural characteristics that influence a student's learning style (Hammond, Dupoux, and Ingalls 2004).…”